,0.549 



ADDRESSES 



DISCOURSE 



INAUGURATION OF THE 

HEY. GEORGE F. MAGOUN, A. 



PRESIDEI^^T OF IOWA COLLEGE, 



JUIiY 19, 1865. 



PUBLISHED BY ORDER OF THE CORPORATION. 



CHICAGO: 

UORTON & LEONARD, PRINTERS, 104 & 106 RANDOLPH STREET. 
1865. 



dCnv-v^ vtrOji^oje^ ^^j/uAvvuX^ d*cv. 



ADDEESSES 



DISCOURSE 



INAUGURATION OF THE 



KEY. GEORGE F. MAGOUI, A. M. 



PEESIDEI^T OF IOWA COLLEGE, 



JULY 19^,3^6 5 






PUBLISHED BY ORDER OF THE CORPORATION. 



>^, ^ CHIC AGIO: 



HORTON & LEONARD, PRINTERS, 104 & 106 RANDOLPH STREET. 



1865. 



At the Annual Meeting of the Boaid of Trustees of Iowa College, 
August 14th, 1862, the Rev. George F. Magoun, of Lyons, was elected 
President of the College. Coupled with the election, was the condition 
that he should "enter upon the active duties of his office when provision 
shall be made for his support." This having been done by the obtaining 
of an endowment, the appointment was accepted at the Annual Meeting 
in July, 1864, and leave of absence was granted to the President elect 
for six months. He was also elected Professor of Mental and Moral 
Science. He entered on the duties. of his office March 10th, 1865. 

By arrangement of the Executive Committee and vote of the Trustees, 
the exercises of the inauguration took place on Commencement Day, the 
19th of July. The Trustees met on the previous day, and in the after- 
noon the first class of young ladies — ten in number — was graduated from 
the Ladies' Department, the President elect conferring the degrees. Oa 
the following day, at nine o'clock A. M., a procession was formed from 
the College to the Congregational Church. The exercises were opened 
with an anthem by a volunteer choir from the town and the College, who 
also performed the other music of the occasion. The Kev. Abner D. 
Chapman, minister of the Presbyterian Church of Malcom, offered prayer. 
In behalf of the Trustees, the Rev. Aldex B. Robbins, pastor of the 
Congregational Church of Muscatine, who had been President of the 
Board from its organization, June 17th, 1847, performed the ceremony of 
induction with an address. In behalf of the Trustees of " Grinnell 
University," Hon. Josiah B, Grinkell, former President of that Institu- 
tion, and in behalf of the Faculty of the College, the Rev. Leoxarb F. 
Parker, Professor of Languages, then addressed the President. The 
Inaugural Discourse of President Magoux followed. After an anthem, 
the benediction v/as pronounced by the Rev. Jesse Guernsey, of 
Dubuque. 

In the afternoon the graduating exercises of the Senior Class, four in 
number, were held. The first class graduated from the College Depart- 
partment since the removal to Grinnell. 



THE 



INAUGURATING ADDRESS, 



EEV. ALDEH" B. EOBBIITS, 



President pro tern, of the Trxistees. 



ADDRESS 



Rey. George F. Magoun 



Honored Sir, and Christian Brother : 



Yon are the cliosen President of Iowa College. In 
accordance with tlie instructions of the Board of Trustees, 
I hand over to you as such, and thereby invest you Avith 
the insignia of your official position and authority, the 
Articles of Incorporation, the By-Laws, and the Seal of 
the College. In so doing, I add a few friendly words 
accordant, as is believed, with the views of the Board, 
and savoring rather of practical hints than of eloquent 
thoughts. 

You are the first President of the College, and much 
depends, under Grod, upon you as to the character and 
force of the College in its educating and saving influence 
upon the State, the Nation, and the world. 

The first President of a College, like the lower stone 
in a substantial and ever enduring edifice — an edifice 
that shall be the joy and admiration of many thousands 
who gaze upon its goodly proportions — will not always 
be remembered, and to praise him will often be forgot- 
ten. Yet, like that foundation stone, none will do more 
essential service. As upon its position, strength and 
permanence, it depends whether the top stone of the 
edifice, if brought out at all, shall be with rejoicing, or 



8 ADDRESS. 

wlietlier it shall only tend to make its unseemly fissures 
and its awry proportions tlie more marked and ridiculous, 
so upon your character and plans and efficient working, 
it greatly depends what shall be, not only the standing 
and efficiency of the other officers and future Presidents, 
but also the general symmetry, and effectiveness of the 
institution for all time. 

Upon you it greatly depends whether tearing down 
and rebuilding shall be a frequently recurring necessity; or 
whether now beginning to have an official head — 7ioiv, at 
this — in light and freedom — greatly advanced period of 
the world s history, this College shall continue to advance, 
in unbroken symmetry and unpatched beauty to all time. 

You are the President of a Congregational College ; and 
though not founded for denominational purposes, but for 
something larger than these, yet it is natural that those 
going out from it into the ministry, should ordinarily be of 
that order. 

Thus you are to be the guide of those who need more 
talent and culture, more sound sense and intellectual fur- 
niture than those in any other ministry. They will have 
less outward — neither music nor surplice, nor responses 
nor vestments — to depend upon, no machinery to hold 
them up, no stained glass to chasten and soothe, no book 
to lift them safely through when dull and lifeless in spirit. 

Consonant with this is the fact that you are to fill a 
chair, which, compared with the mind and culture needed 
has less endowment, less adventitious help, and, in some 
respects, even less sympathy than any other. 

Sumner, in his eulogjr, speaks of a passage in which 
Lincoln says of Douglas, that all anxious politicians of 
his party could see in his round, jolh^, fruitful face post- 
offices, land offices, marshalships, etc. etc., and that, on 
the contrary, in his poor, lean, lank face nobody has ever 
seen that any cabbages were sj^routing out. 



ADDRESS. 9 

Compared with many a place, this chair is as Douglas' 
face to Lincoln's; but to well fill it is, in our opinion, as 
much beyond the well filling of many another, as was 
he of the lean face beyond him of the round and plump, 
in his power and fitness to meet the great demands of 
the days through which the nation has just passed. 

The object, as it seems to us, of a College is to help 
make men, to excite in each one, entering its walls, a deep 
and earnest interest in intellectual improvement — to 
cheer on each one — to make to each seem glorious the 
path of intellectual, combined with moral advancement — 
and to secure physical strength and sound health in order 
to make more sure and real and perfect the mental 
advance. 

It is to add to the noble band of tcctchers those of larger 
culture and manliness than can possibly be secured by 
the (perhaps necessary,) merely normal school process ; 
men who will not be afraid to affiliate with the best 
friends of education ; men not caring a hundredth part so 
much for place as for their own freedom and self respect. 
It is to send forth to the professional schools those who 
shall be the doctors, and lawyers, and large minded mer- 
chants, who shall be public-spirited advocates of increased 
knowledge and freedom for all men. It is to send forth 
equally well cultivated loomen, to second the efforts of 
such men, and to illustrate, as the wives and sisters of 
such men, that as gi^ace in the heart may help, as Herbert 
says, to sweep a room, so intellectual culture need not 
interfere with the doing well any such humble service. 

Should it not be a distinctive idea of this College to 
accomplish in these ways, the greatest amount of possible 
good to the State and world ? jN'ot to make a something 
that shall be like Amherst or Dartmouth or Harvard but 
an efficient instrumentality in the great warfare for God 
and humanity. 



10 ADDRESS. 

To this end it would give, in the liomety phrase of our 
Lincoln, ^' to all an equal chance " of securing power for 
good. It would not dare to think of going hack to the 
days when those having so much of the toil and pain of 
life to bear were not thought to need all that culture and 
mental and physical training could do to fit them for 
doing and enduring. 

To this end — of the good to he done — it should guard 
carefully against so far pressing intellectual culture as to 
fail of securing, ordinarily, sound health and full ph^'si- 
cal development ; and thus affording a formidable argu- 
ment against us in the hard and bony hands of our 
agricultural school friends. And of what use, in these 
days when so much more than ever is thought of inches 
and muscle in body, is a dyspeptic, feeble, whining edu- 
cated man or woman ? To this end of the good to be 
done there should not for a day be forgotten the need for 
the constant predominance and pov\'er of spiritual influ- 
ences that the three thousand young men now, this day, 
in our Colleges, not having this doing of good by any 
means t\iQ first thing with them, should not long continue 
so narrow in heart. 

You are to hold the very difficult and delicate position 
of President of a College. 

There are the Trustees — not always as earnest, as large 
minded, as wise as they might be ! and the Executive 
Committee — not always the wisest of the Trustees! 
There are the other Professors, each Avith his own pecu- 
liar bent and bias, not always by any means tempered as 
those of the President. 

There are the students ; of even the sophomore class 
of whom a genial and eloquent preacher and professor 
once said that he preferred preaching " to a Jewish San- 
hedrim;*' and who in some cases do wot know Qi\o\xg\i 
until they are seniors, even to avoid personal insults to 
their teachers. 



ADDRESS. 11 

• You are to guide and, to a great degree, execute tlie 
plan of the College, and, in such a way, as to he in cor- 
dial fellowship with the Board; gaining by argument 
and moral strength, their opinion to yours when differ- 
ing ; and yielding gracefully and cheerfully, though not 
recklessly, when this cannot be done. 

You are to rejoice in the free play of mind and mode 
of action on the part of the Faculty ; working with them 
and not above them. You will often, without notice of 
the littleness of the student, help make the most possible 
of him. You are to be in diligence, in courtesy, in habits 
of order and general deportynent an example to all. 

But the difficuties of your position I need not enumer- 
ate. These make it necessary that, providentially, such 
a man as you should be here. 

For Kansas ('' Lincoln ") College, in the first year of 
its existence, one hundred thousand dollars and the en- 
dorsement of the great Council are asked. Let her have 
them ! Do not treat our younger sister as you have the 
elder — who, in the seventeenth year has asked for only 
fifty thousand dollars and has as yet asked in vain. 

But we have an endorsement which Kansas cannot 
wait for — that of experience and trial and sorrow. Laid 
up in Heaven's treasure-house, gathered into God's bottle 
are many tears in our behalf Standing, as monuments 
all along through the history of this college, are the 
prayers of God'a people, prayers to be over and over 
answered, — prayers and sympptthies and earnest love 
such as might not come with millions of money — such 
as millions of money could not compensate. 

As early as 1850 it is recorded of Iowa CoLLEaE that it 
had been blessed with a revival of religion ; that in the 
same year Home missionaries subscribed four hundred 
and fifty dollars, and Home missionaries' wives subscribed 
one hundred for it. 



12 ADDRESS. 

The family altars of many households can testify that 
scarcely has a Tuesday passed, during all these years, in 
which this College has not been, in faith and prayer and 
hope, commended to G-od. 

The question how not to do has too often, however, 
been the question with Iowa College. The remarkable 
wisdom forbidding our early endowment of land — the 
chastening hindrance of the College Society — the ceasing 
at times, to do anything lest we do too much — caught 
once napping, like Father ***** *^ going to the 
Council and losing his pocket book, have all made us too 
cautious, like the German immigrant who hides his silver, 
when, by its use, he might double the amount. 

But we come this day to a new and glad hour in our 
history. 

The costly school of teaching — pastorships and re- 
movals — social sorrows and bereavements — rare oppor- 
tunies of travel and reading, and God's grace given you 
in all these providences, have prepared you, we trust, to 
be at the head of this institution. 

Among the most delightful, cheering, and invigorating 
recollections of the past — a recollection like that to you, 
of some Alpine peak or valley, in the summer's heat of 
a crowded city — is to me that of a President of a Col- 
lege, (in the hearts of all President — before called by 
the name and before the place was vacant for him,) 
talented, faithful, constant, assiduous, simple-hearted, 
transparent, modest, loyal, gentle and generous, and yet 
devout.* 

If in any good degree the Lord shall make you like 
him, as we trust He may, this, of all days, will be the 
gladdest in the history of this College. 

President oe Iowa College ! you have the assurance of 
our confidence — our largest hopes, ouv Wi^Qst counsels — our 
most earnest and frequent prayers. 

^ Rev. Dr. Edward Hitchcock, of Amlierst. 



ADDEESS 

OP 

HOE". JOSIAH B. QEIE'lSrELL, 

Former President of Grinnell University. 



ADDRESS 



^' It is a pleasant duty with which I am charged on this 
occasion, in formally recognizing a union now effected, 
which virtually secures the coalesence of Grinnell Uni- 
versity in Iowa College. 

Mr. President : Coming to you in our youth, wearing 
the simple blushes of a maiden on the occasion of mar- 
riage proposals, we make no apologies for the natural and 
coy advances of a yearning heart, nor for the seeming 
indulgence of leap- year privileges ; for so blissful is the 
union that had you known more of us we know that 
earlier you would have taken us " for better or worse." 

Permit us then (with a parenthesis, that we may be re- 
assured of the consideration due to so unassuming a 
bride), to remind you that our contribution to this union 
was an untarnished reputation, two Professors, a half 
hundred of students, the good will of a community, and 
a considerable dowry of the value in College building, 
lands, and cash, of twenty-five thousand dollars — 125,000. 

Koina Ta Tone Fhilone, and let these currents of influ- 
ence — ^widening and deepening as they flow, w^ith the 
products of common toil consecrated to sound learning — 
be one. 

The streamlet that was by the " Father of "Waters," 
and shares the loves of the Alumni, welcomes we know 



16 ADDRESS. 

this prairie rill tliat mingies with the glee of our youth 
to-day its murmurs in salutation to you, our Pilot and 
President of this conflux. Hundreds of churches, the 
guardians of our common schools, and sagacious states- 
men, indulge the hope that by this fountain of learning, 
the first made free to the poor and maimed of our gallant 
soldiery, there may grow the tre^s of knowledge ^vhose 
gilded leaves, graceful boughs, and golden fruit shall be 
at once an attraction and a blessing to many generations 
dwelling on these " unshorn gardens." All is auspicious. 
^' Let me then most heartily, in behalf of the founders of 
Grinnell UniversUy^ her Trustees, the beauty and virtue Of 
her daughters, and the well proven chivalry of her sons, 
surrender to your keeping her all. 

The youth of our commonwealth we know are your 
pride. You have the ripe culture and the educational 
experience of one who may make his motto. Aid viam 
mveniam aut faciam, and God being your counsellor, we 
are confident of mde and glorious results. 



LATIN ADDRESS 



IN BEHALF OF 



THE FACULTY, 

BT THH 

EET. leo:n"aed f. paekee, a. m.. 

Carter Professor of Ancient Languages. 



LATIN ADDRESS. 



Plena momenti est vita. Omnis liora viribus, quse aut 
boni ant mali mnltnm liominibns generibns, et nation- 
ibns ferent, oneratur. Tempora antem prsestantissimi 
momenti sunt, tempora qunm Fata, nnm auctns sucees- 
sns tribnendus sit aut magna calamitas, ponderare videan- 
tur. Horse sunt quibus futura inusitato splendore quasi 
candent aut insolitis tenebris offunduntur. 

ISTulla bora quam presens lowensis Literarise Academise 
in historia spei plenior vel boni fatidicior fuit. E>ecubat, 
bodierno die, in suorum amicorum sinu. Ut non sit in 
loco sui originis, tamen est domi. Hodierno die macula 
nulla, merita aut immerita, decori of&eit. Opes ejus et 
potentia augent, et nulla imaginandi vi usus est ut novo- 
rum literarium ?edificiorum construendorum crescentes 
parietes et ampla spatia in animo spectemus. Hodierno 
die, quidam alumni verbis, et presentia nobis Igetantur, 
qui ignoti essent si tempus intermitti vigoris eam adhuc 
vivere obliti essent. Filii ejus, bodierno die, quorum 
permulti sua omnia in patriae altaribus posuerunt, ornati 
suis rebus gestis, ab longinqua militia redeunt. E"unc 
primse alumnse ut in vitaa arena et labore fratribus earum 
se comites adjungant, evadunt. 



20 LATIN ADDRESS. 

Sed, hodierno die, alia latitia est nostra. Nudc Ordo 
Professorum habet caput. Diu corpus vixit, immo vero, 
perfruitum est vita, sed hodierno die vera ejus vita 
inchoat. 

Proprium Academiee Literarise officium felicitatem dare 
hominibus ac reverentiam pr^stare Magno Doctori est 
dimittendo multos imbutosPythagorse scientia, Aristotelis 
logicis, Ciceronis rhetoricis, Socratis temperantia ac, quod 
est gravissimuni, Christi divina phiiantbropia. Postulat 
nostra patria, genus humanum et Deus ex bis parietibus 
permultos bene aptos exituros ut millibus natis et nasceu- 
dis lucem scientise et lucernam vitse ferant. 

In boc munere faciendo nobis sic attributo, nos, 
lowensis CoUegii Ordo Professorum, te comitem, et 
ducem salvere jubent. Scientia, industria, ingenium et 
diuturnus successus tuus bic te non defuturum esse. 
immo vero, te deficere non posse nobis persuadet. 

Hie te babetis ubi tota tua prseclara facultate ad doce- 
ndum, ad nobiles voluntates stimulandum et optimis 
exemplis ad mores conformandum utaris; etquidnobil- 
ius est boc ? 

" Sunt quos curriculo pulverem Olympicum 

Collegisse juvat, metaque fervidis 

Evitata rotis palmaque nobibs 

Terrarum dominos evebit ad deos : 

Hunc, si mobilium turba Quiritium 

Certat tergeminis tollere bonoribus ; 

Ilium, in proprio condidit borreo, 

Quidquid de Lybicis verritur areis." 

" Multos castra juvant et lituo tuba 

Permixtus sonitus, bellaque matribus 

Detestata." 
Sunt quos '' doctarum bederse premia frontium" juvant, 
et " qui se ita in Uteris abdiderunt, ut nihil possint ex iis 
neque ad communem affere fructum, neque in adspectum 
lucemque proferre." 



LATIN ADDRESS. 21 

Sed vestrum sanctius muiius est juvenibus mentibus 
quasi celestibus urnis dulces scientise aquas infundi, in 
sempiternis altaribus ignes vestales inflammandi, salientes 
perennias in desertis mundi aperiendi et coelum angelis 
procerioribus et harmoniis dulcioribus implendi. 

Carus Omnibus expeetatusque venis ; et quum Domi- 
nus, " Yeni superius," dixerit, possis cum Horatio dicere, 
"Exegi monumentum sere perennius, 
Regalique situ pyramidum altius ; 
Quod non imber edax, non Aquilo impotens 
Possit diruere, aut innumerabilis 
Annorum series et fuga temporum." 
Longum tempus lowense Collegium remaneat, fons 
virtutis ac scientise, memorise lionorificum et ingenio 
dignum ejus Praesidis primi. 



THE 



INAUGFEAL DISCOUESE, 

BY 

KEY. GEOEQE FEEDEEIO MAGOUN 

President of Iowa College. 



DISCOURSE. 



An entire departure from the commanding topic of 
this occasion would be more noticeable, as a neglect of 
congruity and a violation of good taste, than the closest 
adherence to it could be, as an example of good judg- 
ment. It does not seem needful to make any formal an- 
nouncement of it in general, or of that particular aspect 
of it to which I now lead your thoughts. 

In no age can the individual man be moulded as to 
himself alone. What he is capable of is to be developed 
and trained with reference to iTature, his fellowman, and 
Grod. All truth is correlated to these. But discovery 
and improvement — the occupancy of the earth, and the 
disclosure of the facts and laws embraced in its constitu- 
tion — change from generation to generation his known 
relations to ligature, ^ot less truly, though less obvi- 
ously, do history and philosophy — both advancing ever, 
though not keeping step in the years and ages — change 
his relations to his fellow men ; while humanity is not 
changed thereby, any more than nature is by discovery 
and improvement. For new institutions and conditions 
of society are, in one view, simply altered relations 
among men. So the progress in salvation and theology 
— the one an onward movement in evolving the highest 
truth, the other in the highest form of life — modify and 



26 DISCOURSE. 

enlarge many ways those relations towards tlie Creator 
and Governor, in respect to which the creature, under 
law and Providence, is to be moulded. "We must needs 
be developed and trained in the world's high noon as 
men could not be in its morning, more largely and with 
differences. 

So the beneficient and hopeful doctrine of progress 
applies to education. And without so wide a generali- 
zation as this, I might show that, in a single land like 
ours, there is such movement and reconstruction all over 
society, in brief periods, as to compel advance in the 
science of it and in the art. The limits of the American 
college plan have been growing more defined, and yet 
the style of culture within them more comprehensive. 
The institution which the Pilgrims conceived, which 
Cotton Mather pronounced "the best thing ^ew Eng- 
land ever thought on," is altogether insufficient now at 
Cambridge and at N^ew Haven, because the land of the 
Pilgrims and the civilized world are not at all what they 
were when the fathers laid university foundations. Lead- 
ing branches of present instruction are not half as old as 
Plarvard or Yale, and none more influential over human 
thought and destiny. A conservative scholar,§ avers 
that the nation's advance demands " a new version of 
the art of education as much as Alexander's tactics de- 
manded of the Persians, or ^N'apoleon's strategy of the 
G-ermans, a change in the theory of campaigns." When 
the fathers of Connecticut prayed for a '■^College School'^ 
in the Colony, " wherein youths should be instructed 
in all parts of learning to qualify them for public em- 
ployments in church and civil state," how much less all 
the material terms of their prayer signified than now I 
IIow limited the employments, comparatively, in state 
and church. How narrow the range of learning. How 
different many of the contents of the idea of a college. 

§Rev. Prof. Henry B. Smitli, D, D. 



DISCOURSE. 27 

" There are seventy-five liigli schools in Massachusetts, 
to-day, v/here a better education can be obtained than at 
Harvard forty years ago."* 

Now, it might be easy to set forth at large that more 
culture is demanded in this land and now, than in any 
other-— a better article and more widely diffused. For 
apprehending the more extensive relations of man to 
l!^ature, in the nineteenth century, the facilities are 
greater in Europe, quite unexampled, but those relations 
themselves are unexampled here. So, in the spheres 
that connect man with society and God, the better appa^ 
ratus for education, in many respects, there — the better 
relations, social and religious, here. I^ot finished out 
indeed. Better, as the immigrant's new house, framed, 
raised, covered in, no more, is better than the old cabin, 
though plastered, glazed, painted, and furnished. When 
it is done, our house will be vastly better, and sometime 
it will be done^ at least as nearly so as the old house over 
the water, in which an observer yet sees much that is 
incomplete. We build in this land upon democracy. 
But democracy plainly requires the highest style of men- 
tal training among the largest number. The most per- 
fect equality of rights does not forbid that labor and 
skill should accumulate wealth, or that culture and 
learning should acquire power over mind, or that right- 
practice and goodness of heart should possess moral 
weight and honor. But as liberty always perishes in an 
age of moral corruption, so true equality perishes if the 
opportunities for mental growth and fruitage do not run 
down to the lowest capacit}^, and rise to the highest. 
You can have an. aristocracy if you have only the higher 
institutions without the lower. Eleven centuries Oxford 
University has stood, and England has no common school 

* Ex-Governor Boutwell, former Sec. Massachusets Board of Education, 



28 DISCOURSE. 

yet.'^ On tlie Continent, tlic Liniversity is tlie most dem- 
ocratic thing to be found. The safeguard in this land, 
against even the semblance of an aristocracy of refine- 
ment and knowledge, is, that colleges shall make the 
higher education available and cheap, and the higher 
and the lower shall keep step. 'No adequate common 

SCHOOL SYSTEM WITHOUT COLLEGES. No COLLEGES WITHOUT 

COMMON SCHOOLS. Tlicv wcrc twin-born by Plymouth 
Rock. 

But we are on Western soil. As the Commonwealths 
this side of the Allegha,nies differ from those beyond 
the Hudson, so must the colleges. Obviously, our own 
institution is entering on a new epoch. It graduates 
its first classes since its removal. Its faculty is at 
length full. All this just where a new and grand 
phase of public affairs has arrived ; war handing over 
to peace a renovated nation ; a new Liberty, a new 
Union, demanding new appliances of education; un- 
paralleled recent developments of the national resources 
foreshadowing a future unparalleled. This college was 
planted on the frontier rf but the bayonet, the spade and 
the pick make new frontiers. Ideas that have followed 
the flag in triumph will triumph new on other fields 
with the plow and the steam-engine. Unexpected uses 
of science have been disclosed in war ; but peace has 
more multitudinous and more surprising ones. Western 
colleges, above all, must adjust themselves to the Union 
as it novv^ is, and the ^ew World as it is going to be. 
At such a moment, the question, What is the true idea of 
Western college culture? assumes an importance it 
never had before. 

* The '• National Schools," so calledln England, are under and for an Es- 
tablished Church, which represents, in the loosest way, even by formal con- 
nection merely, less than half the people. In Scotland, they belong to 
another, that embraces only one-third. In England, of the three grades of 
education, the highest and the lowest make progress aft^r a fashion, the 
"middle" makes little or none. In Scotland, the two lower are coniparar- 
tlvely advanced — the universities are behind. 

t See Historical Sketch. 



DISCOUKSE. 29 

I. Shall it be thought, then, that because the propor- 
tionate attention to learning in new States is less than in 
older ones — because our percentage of popular ignorance 
is higher — because we receive most of the comers from 
the Old World who cannot read and write, that the dis- 
cipline of our colleges may — if not must — be of an in- 
ferior style ? Rather, the premises just named show our 
lack and need, and our need supports the opposite con- 
clusion. Rather, I maintain, should it be of the most 
advanced type. To be sure our communities, compared 
with the ancient ones of this and other lands, are as 
boys compared with men ; but then, Andrew Fuller once 
said that " any boy can teach a man, but it takes a man 
to teach a boy anything." By the laws of history, the 
minimum of intellectual activity in any people is never 
in its youth. An Eastern scholar transferred to a chair 
upon the prairies does not find his functions rendered 
nominal by a torpid, stagnant, unquestioning type of 
mind. We are also, to be sure, toward the frontier. But 
men do not suppose that light-houses of imperfect con- 
'Struction, provided with apparatus cast by elsewhere will 
answer for the stormy head-lands and the lashed and 
perilous rocks that stand far out in the sea ! On the 
European coast, down to 1811-12, they had to guide 
vessels at night, only torches in the upper chambers of 
such structures, or fires fed by attendants blowing bel- 
lows ; the ancient Phari still kept their place at Boulogne 
and Dover as at Alexandria and Ostia. Wax candles 
were introduced when the new Eddystone Light-house 
was erected. Coal fires burned in the English light- 
houses till 1823, on the Cattegat till 1846, on the coast 
of Sweden they keep them still. In 1847, the old 
Coruna Pharos, in Spain, was refitted with all the mod- 
ern improvements : and now all up that Western coast 
are marine lights nearly perfect. The last built are the 
most improved; especially if they occupy distant and 



30 DISCOURSE. 

exposed and lonely positions. So witli colleges. The 
illustration will apply itself. 

It is understood, I believe, tliat from our pulpits we 
have quite expelled the notion that " anything will do 
for the West." We shall not let it linger in our school 
rooms and our college halls. "Who has sentenced our 
pupils to learn obsolete things, our teachers to use 
obsolete methods ? A university of Western Europe or 
America has never been patterned after the ancient 
Academy or the Lyceum. ISTor are we now obliged to go 
back to anything. If we come later to the field, we can 
take up the better positions which the advanced pickets 
and skirmishers of learning have won. With new facts 
and laws ever disclosing themselves in matter, and new 
distinctions and phenomena in mind, we can never return 
to the times when one text book was used for a thousand 
years. It is just as easy to designate the best manuals, 
books that are up to the foremost present study and 
results, as any. Can God's intent, in giving us the dis- 
covery of truth beyond former times and men, be other 
than this — that we should use it, with the minds under 
our hand, rather than the truth other ages had ? The 
moderns may all, indeed, confess themselves pigmies, and 
yet remember Andrew Fuller's shrewd remark, that a 
pigmy on a giant's shoulders can see farther than the 
giant himself. And we may stand up among the mod- 
erns and insist upon the necessities and consequences of 
our position. The utmost results of science are just as 
needful to our future scientific farming, our mining, our 
manufacturing, our engineering, oar industrial arts — 
the last word of learning just as important to the pro- 
fessions, the thinkers, and the society of the West, as 
they can be anywhere to any. In an age when even 
Rome uses the telegraph to convey the Pope's blessing,* 

* A Catliolic gentleman in England died recently. His son was in Rome, 
and with tlie Pope, wlien he received the news. So his Holiness telegraphed 
his benediction to the family of the deceased.— Journals of the day. 



DISCOURSE. 31 

the applications of discovery and invention to use here 
will be of the most novel and multifarious sort. Our 
Western politics and religion connect with the deepest 
questions and the best thinking of the ages. The mixed 
races of history have always required intellectual and 
moral culture of a higher type than the unmixed — the 
Roman than the Chaldee, the German than the Hindoo, 
the French than the Arabian, the Anglo Saxon than 
the Chinese. The law holds yet. 

" Time's noblest offspring is his last." 

n. It may also be maintained that Western college 
culture is to be thorough. As the term advanced is 
used in opposition to inferior and obsolete, so by 
thorough is meant that which is opposed to deficient 
and superficial. We are not to teach little, or much 
in a shallow manner. Our pupils are to master what 
they handle. Of some of the great schools of Europe 
it has been observed that they now require of young 
men what is beyond the capacity of the human mind. 
Out of twelve or thirteen hundred students, " Oxford 
sends out yearly twenty or thirty very able men " — 
according to the range and standard adopted there — 
*' and three or four hundred well educated men." It 
is well enough understood, I suppose, that an Ameri- 
can college lays only the foundation of true scholarship. 
And the question is in the East, as well as in the 
West, whether time shall be allowed for even that. 
We have the authority of President Day's observation 
and experience for the weighty statement that "in this 
country speed is everything : superior excellence a se- 
condary consideration." 

We will not deny that the dictum of our ITew Eng- 
land sage is emphatically true of this part of the coun- 
try. We are not blind to the passion for immediate 
results that rages here, the inordinate feverishness to 



82 DISCOURSE. 

see and hear all tliat is going on, and have part at once 
in it, the excessive development of curiosity over the 
love of knowledge, the materialistic view of what is truly 
practical. It may be believed that no where in the 
world can " the Horatios of action " so '' discourage the 
Hamlets of thought." It may seem that the superfi- 
cialness of men's minds must be proportioned to the 
superficies over which they expatiate. A vast Western 
superficies, therefore a vast superficialness. It may be 
feared that this impatience of taking pains, this indispo- 
sition to protracted, steady, undiverted efibrt and slowly 
cumulative acquisitions, which now so marks Western 
mind, can never be cured by the diligent, persevering, 
accurate processes of collegiate education. But then, 
precisely so it must be. This generation, indeed, is 
tempted to clamor for the " cream " of learning and 
accomplishments, without giving it time to rise ; it may 
be taken with the show of hurried and unreal attain- 
ments and shallow and pretentious schools ; eager to 
Btudy " too extensively and not intensively" — multum 
agendo nihil agens. 

These are ill boding foibles, confessedly. But we are 
not without examples of other races once superficial in 
no long time becoming profound. For great and deep 
learning Germany now leads Christendom. But this is 
not old. In Luther's day the popular diffusion of knowl- 
edge, not abstruse and consummate lore, was the German 
idea. To-day the American idea is to get over a great 
surface ; thorough research beneath it will come duly. 
Education, like Christianity, must needs be first diffusive, 
then exhaustive ; first goes out to the widest possible 
triumphs, then goes down, returns upon itself, sinks its 
old shafts into more penetrating and remote investiga- 
tion, brings its results from more distant and recondite 
recesses. Along our great prairies is yet to be carried 
on the vastest coal mining under ground. In these 



DISCOURSE. 66 

fields of mind where there is now most expansion, there 
will yet be most profundit3\ It is only the Jirst cabin on 
the frontier which is thrown np on top of the ground 
without cellar or foundation. The better dwellings that 
sacceed it have both. The discipline of mind here is to 
have a basis sunk low and hidden, and solid as the frag- 
ments of granite boulder on which the walls of yonder 
college hall are laid. The most significant and instruc- 
tive original treatise on public afiairs issued among us 
during our war was the work of a professor ot Greek, at 
once one of the most plodding and the most polished.* 
The title runs — '' State RiaHTS : a Photograph from ancient 
Greece.^ ^ In this grand task of re-building and enlarging 
the nation, we shall only have a greater and a constant 
need of such acute and sound learning as pointed out the 
antiquity of that piece of rotten timber. And we shall 
have what we shall need. 

III. As opposed also to a fixed style, though it be 
advanced and thorough, I maintain that the true type of 
Western college culture is progressive. 

We find the truth of human progress as the mean be- 
tween two extremes of error. Some men assert it as 
universal fact and law, not distinguishing between these 
two. Some universally deny. The truth is, the original 
law was universal. But in fact there is a large, sad, 
solemn exception. It is moral. Good men, looking at the 
exception in fact, and its breadth and length, ignore their 
Maker's law. Other men, looking at the other facts, 
and, by induction, concluding the law, ignore the great 
exception. But even in the darkness of the exception, 
we can behold the light of the law to which it is an ex- 
ception. The fact is moral; wrong exists, and hence 
moral decline. Counteract this by moral renovation, and 
the Divine law resumes its sway, and Scripture cometh 

* Prof. Tayler Lewis, LX. D., Union College. 
3 



34 DISCOURSE. 

true concerning the ever-growing strength of him that 
hath clean hands, and the ever-brightening light of the 
path of the just. 

'Now true education must recognize the exceptional 
fact, and work against the fact with the law. To work 
with the fact alone were to plunge downward. It must 
not only make the pupil progress, but be itself progres- 
sive. The law is recognized elsewhere ; it must be both 
imperative and persuasive here. Human progress is im- 
plied in a patent office and in a common school. Ordi- 
nary educational progress is implied in a teachers' institute 
and a normal department. The higher progress of 
colleges is implied in universities, if they deserve the 
name. There is an ever-growing ideal. If there be any 
occupation fitted to make men idealists, it is that of the 
educator. The perfect man, the perfect training, is ever 
fleeing before his eye. Some men unconsciously con- 
found some real institution — generally that which trained 
themselves — with the ideal. ITarrow and unprogressive 
minds do always. It takes more than one life-time to 
perfect a college, for, indeed, it is one of those things 
that never are perfected. Grow as fast as it may in the 
fruits of insight and comprehension, in all ripeness to 
the age, the age itself is ever growing beyond, and no 
limit is to be named or thought of. I^ot merely to add 
on, as men do to old and dilapidated dwellings, but, at 
times, to revise, to re-model in parts — in accord with 
improved conditions — this is the law of life to a living 
college.'*' "When the astronomer's vision shall have ar- 
rived at the outside of all things, when the physical 
investigator shall have determined the original ultimate 
composition of any one material element, and proved 

* Since this discourse was delivered, it has been said of Harvard, " the 
changes made during the last ten years are such as, if attempted all at once, 
would have been deemed Utopian and revolutionary. The present attitude 
of affairs is favorable to still more extensive and fundamental changes : the 
causes at work within are likely, if uninterrupted, to effect results which the 
hardiest lovers of innovation would hardly venture to propose." 



DISCOURSE. 35 

those, beyond whicli analysis can now no farther go, 
certainly indecomposable, when force shall be explained 
and the principle of life identified in its hiding place, 
then we may settle on a fixed scheme of education, 
allowing of neither modification nor enlargement. 

It may be suggested here why I have not used, and 
shall not, the common phrase "a complete education.'^ 
I doubt its being at all correct. It can be intelligently 
employed only in a modified sense. There never was 
any such thing on earth, there never will be, as an abso- 
lutely complete education. It is always relative to the 
time when, and the purposes for which, it is acquired. 
In the light of the ideal, all the schools are approxi- 
mate and experimental. " Human knowledge, after 
all," it is well said, " is but broken wonder." It will 
never be more. Science itself is just a confession of 
our incomplete acquaintance with every thing. "We 
must have systematic knowledge because we cannot 
know objects in detail, by single acts of the perceptive 
faculty. The essential qualities of even one would 
exhaust a life-time.* We must group them, losing in 
minute comprehensiveness what we gain in grasp of 
faculty. " ^o complete culture is possible," says Her- 
bert Spencer, " till we have a complete psychology ;" 
which is very nearly what another means, by saying, 
" we must learn the boy before we try to teach him." 
Yet, another distinguished advocate of progress declares 
that there is as yet " no one single physical discovery 
connected with the laws of mind."f Is a complete 
culture to be expected if this be true ? 

There are very obvious differences between a German 
university and an English one. The former is a group 
of public lecturers and of professional schools — the 
teaching by lectures only. The latter is a congeries of 

* Bowen's Logic, p. 336. 
t Buckle, Essays, p. 206. 



36 DISCOURSE. 

colleges for private instruction and of examiners for pub- 
lic honors. So do their aims differ. The English 
designs to produce, in certain classes, the completest 
style of Englishman. The G-erman undertakes to keep 
abreast, in each several department, with all learning 
the world over. American colleges propose objects that 
differ from both these — to impart the rudiments of gene- 
ral scholarship to all alike, (herein a " liberal " educa- 
tion departs from one contemplating some partial purpose 
or mere calling in life,) to make common the highest 
style of Americans, and to make true men. Greater 
completeness within these limits is getting attained by 
taking in the principles — only the principles — of all the 
great departments of human thought. • But when will 
this be fully done ? 

The men of the "West are to be, of all, most typically 
American, and also most cosmopolitan. The vices of 
the English universities are, first, insular narrowness — 
the Englishman is the end, not the man ; second, stubborn 
conservatism that refuses to modify and improve, i. e., to 
increase the approximation to completeness. § We are 
at liberty here in the bosom of the prairies to see the 
points of the nearest approximation, adopt them, and 
make them our starting points ; but if we stay there, and 
do not move on, our culture will not be, even for the time 
and the generation, complete, and we shall have only a 
stunted Western civilization blindly reproducing itself as 
it rolls itself over upon new frontiers. 

IV. The way is now prepared to show that the mental 
discipline of our Western Colleges must also be natural. 
W^e are closer to nature than older societies of men, there- 
fore it must be preeminently natural. Raw nature, phys- 
ical or intellectual, is often uncomfortable enough, but it 

g " The English classical system, is a protected monopoly of the strictest 
kind, entirelj' shut out from the influences of the age, and incapable of self- 
improvement."— Hon. Charles Hax,e. 



DISCOURSE.! 37 

yields this advantage, as a venerated officer of my Alma 
Mater wrote the other day, — that we " can mould our 
institutions untrammeled by custom and precedents." 
"We have not to unlearn or to unteach. 

I use the term natural as opposed to the conventional, 
the artificial, the arbitrary, the distorted and the partial. 
Our security for a healthful intellectual condition in fu- 
ture time, and for the richest results, is in a normal free- 
dom and equity of culture. We must be natural in 
methods and regimen, in order and scope of studies, and 
inad aptedness to the mind. 

We must go from things to names, from the simple to 
the complex, from the notions that come through obser- 
vation to the ideas that consciousness suggests, from 
round-about descriptions to exactest definitions, from facts 
to theories, from the concrete to the abstract. By the 
way the faculties approach the first knowledge we must 
find the path to other knowledges. Unnatural methods do 
indeed abound. Over many a curriculum the student 
cannot possibly march step by step, he must go by the 
jump — or ride. The tasks set him do not join on to each 
other by any organic or normal articulation. I think it 
would be hard to tell why our school children should not 
learn the flowing movements of drawing before the 
cramped ones of writing; why they should be taught the 
technics of grammar — "among the first things taught 
but the latest understood," according to Home Tooke — 
before the simplest analysis of expression of thought ; or 
why the study of geometric figures, the element of form, 
— so early engaging the eye and imagination — should 
be postponed to the days of algebra and the calculus. 
Possibly we might discover something in a school of con- 
trabands learning to read short words before the alpha- 
bet, — a method proposed in our seminaries twenty-five 
years ago, but reached only under martial law — the bay- 
onet pointing the way to the blackboard. It is not to be 



38 DISCOURSE. 

disputed tliat tlie mathematics should precede in time any 
physical science in which mathematical principles are in- 
volved, such as mechanics and chemistry, and the mie- 
chanical forces come before the chemical, and the chemi- 
cal, again, before the vital. But these are only examples 
of what is, by Divine right, a universal law. It applies 
to the whole round circle of studies. 

And it demands a round circle. It is for Jesuits to 
decide first what not to teach, and then how to pare down 
and neutralize what must be taught. We are to appreci- 
ate the relative progress and the poise of all liberal stud- 
ies and maintain equity among them. IlTo one of them 
educes all the mind as God intended, else the others were 
superfluous. Although we have the great name of Sir 
William Hamilton for the proposition that some studies, 
*' from the variety of objects and of relations which they 
represent, calling into strong and unexclusive activity 
the whole circle of the higher powers, may almost pretend 
to accomplish alone the work of education," we know 
well they cannot altogether , we know well what overbal- 
ance and one-sidedness result. A rich, full, propor- 
tioned, symmetric, and real education cannot be produced 
if one branch overtops another, if some one department 
is made the standard oi proficiency, and, like Pharaoh's 
lean kine, swallows up all the rest. 

The natural system of College culture asks also for all 
the powers that are to be trained as well as for all the 
matter that is to be taught. The one correlates to the 
other. John Locke, in his Essay upon the Understand- 
ing, considered the exercise of the imagination a fraud, 
upon the reason, and Bishop Butler treats it, in the same 
way, as ''that forward, delusive faculty," '' the author of 
all error," w^hile there are multitudinous modern mathe- 
maticians who regard it as the chief working faculty in 
their pursuits. New branches of study, which are just 
new disclosures of the mind of the Creator, ever develop 



DISCOURSE. 39 

new phases of faculty in created minds. "We should 
take most pains to supply in our College course what 
most we must needs lack. Because our youth are re- 
moved from the great models in art, and encompassed by 
peerless natural beauty, they should be drilled in the 
criticism of the beautiful and the principles of art, and 
it is as easy to inculcate the highest as any. Because 
they are where collections in English authorship are 
small, and the dangers of debasing our mother tongue are 
great, they should have its history and wealth of litera- 
ture unfolded to them with Shakspeare and the English 
Bible for text books. Because they are remote from in- 
tellectual contact with great nations whose languages 
come from similar sources with their own, the modern 
classics in French and Q-erman at least should have their 
place in the College course with the ancient; perhaps 
should be studied before them, as Dr. Arnold thought at 
last. It is not to our national honor that we have Amer- 
ican professorships of Sanscrit and none of Anglo-Saxon. 
This natural and balanced style of education, as op- 
posed to the partial, the distorted, the conventional, also 
looks chiefly after that which is common to all mind. 
With all due elastic adaptation to individualities in the 
treatment under the system, there is a system which is 
best for all. Each deathless intelligence beneath the 
true teacher's hand is " one several pearl," to be made to 
shine with all the beautiful light the Maker and Fashion- 
er of it intended. Bat the process that will bring out 
one is not materially different from that which sacceeds 
with another. G-eniuses, which do not act at all like oth- 
er minds, if such there be, establish no laws for general 
nurture ; rather themselves need the more the common 
law, to keep them from the tyranny of idiosyncrasy and 
overtendency, and from swinging away from their own 
generation. A literary institution must never be a nurs- 
ery — or hospital — of intellectual eccentrics. ISTor are 



40 DISCOURSE. 

there such dissimilarities between the mind of man and 
that of woman as to render the processes of culture which 
are natural for the one unnatural for the other. A teach- 
er of reputation says that the education of females is 
based in this country on mathematics, and should be on 
language, for the mastery of which woman has special en- 
dowments. I question the fact stated, as to institutions 
in which the severer studies are not pursued jointly with 
young men. I question the doctrine that follows. It is 
equally natural for each to acquire both branches. Each 
equally needs both ; needs solidity and elegance of edu- 
cation. They begin life together, to diverge but little 
ever, and only with harm, if the points of departure ex- 
ceed the points of union, if they do not look at truth to- 
gether, as they naturally should, if they do not understand 
truth alike, and truly and purely understand each other. 
There is enough that is normally and wholesomely com- 
mon to both for a joint course of higher education, and 
there is not enough that is peculiar to either to constitute 
an entirely separate one.§ 

Y. The type of education in a Western College must 
also be philosophical. This term indicates both the place 
it should give to philosophy proper, and the way of think- 
ing and habits of mind it should produce. 

Some one has often been needed to recall education to 
philosophy as Pestalozzi did to nature. Knowledge is 
born before science, and science before philosophy. A 
fact known is not scientific till it is arranged with others 
and subsumed under some law. Classification, as it is 
the beginning, so it has been thought to be the end of 
science. But classification once begun ever grows phil- 
osophical. "What is '' philosophy ?" and what is " philo- 

? After these pages were sent to press John Ruskin's two Manchester Lec- 
tvires (" Sesame axd Lilies ") appeared, in the second of which that brilliant 
writer argues that in the education of children tliat of the girl should be tha 
same as that of the boy, only more serious, instead of more frivolous, as is 
usual. 



DISCOURSE. 41 

sopliical ? " Cognoscere causas rerum f If you follow that 
road strictly and way out, there is but one goal, for there 
is but one Cause at last, and philosophy becomes tlieolo- 
ogy. There is no force in nature that works without 
design ; events, effects, prove superficially this much of 
design at least, an intention somewhere to produce them. 
A producing agency totally blind is, in the last analysis, 
unthinkable. But second causes, though intentional, are 
but relay engines, in which God's power is made local. 
It is not the power philosophy seeks, but the law of its 
action. I^ot the Maker, but the method of things made : 
to find in every department its idea. Therefore philoso- 
phy is called " an interest perpetual and enduring for 
man. While humanity shall possess Reason man must 
have his philosophy. "J A high civilization clings to 
the abstract and is flexible in the concrete, and this it learns 
from philosophy. The abstract true and the abstract good 
are ever rising in history. 

The first step in philosophy is analysis, as the first step 
in science is synthesis. Time was when knowledge was 
the simple collection of facts, induction only, and when 
science was the mere synthesis of rudimentary and obvi- 
ous facts, — the phenomena of the empirical and the con- 
tingent. But it is fast including necessary facts and 
truths as well. There is no science now that is not 
largely analysis along with synthesis. Without analysis 
there is no forward step in any art even. Whether the 
ultimate science of pure abstraction will ever be construct- 
ted, or whether there will sometime be no separate philos- 
ophy, it is certain that every branch of real study has 
its philosophy, and the Scientia Scientiarum — instead of 
being a dream of abstruse recluses — meets the student as 
a reality in every direction. An eminent linguist § main- 
tains that " no study of language deserves the name that 

X Dr. Hickok. 

§ Dr. B. W. Dwight. 



42 DISCOURSE. 

is not analytical and philosophical; " but neither does any 
other such study. When President Everett proposed to 
add a faculty to the university at Cambridge, — co-ordinate 
to that of Applied Science, " in which the various 
branches of science and literature should be cultivated 
beyond the limits of an academical course, with a view to 
a complete liberal education,'' — he denominated it "a 
Philosophical Faculty. " Intellectual heresies and moral 
wrongs die in the grasp of analysis as "almost all crude 
and irrational theories of physics may be decisively over- 
turned by the simple application of geometric or algebraic 
calculus to them." § Mere accumulation of facts may ad- 
vance knowledge, but not of course truth, or education. 
Simple facts, and the systematized facts of science are of 
immediate importance to life, but analysis and philosophy 
are all important to the higher education. In the perfect- 
ing of human powers you must sharpen them on some- 
thing hard enough for the purpose, perhaps harder than 
that on which they are to be used, as the knife on stone 
to cut wood. On analysis philosophy whets the mind, 
and what is there when brought to that edge it will not 
cut? We must give it, then, the philosophy of inorganic 
and organic matter, of animated nature, of the relation 
of numbers and proportion, of language and persuasion, 
of mind and morals. All these subjects of study point 
back and point down to reasons that lie behind and be- 
neath them. They grow out of conceptions which they 
do not themselves yield. They are correlated to that 
intelligence in us by whose laws and necessary ideas all 
that is worth knowing and thinking is constructed. They 
build on consciousness as on a corner stone. " The very 
mathematics themselves," it is the thought of a deep and 
skilled teacher, * " rest half upon the soul, and but half 
upon the world." Philosophical materials and methods, 

g President Hill of Harvard. Address on Natural History, p. 9. 
^ * President Hill, Harvard Natural History Address, p, 11. 



DISCOUIISE. 43 

then, are indispensable to real education;- and the more 
perfect tliey are the more justly and successfully is the 
mind prepared for its work. True philosophy brings it 
to a finer edge and tempering than *' philosophy falsely 
so called," astronomy than astrology, psychology than 
phrenology. And as philosophy itself advances, so will 
education. It must needs become better adapted to our 
powers, as it learns more accurately and amply what 
these powers are ; and will give due place to studies fitted 
to unfold and improve them. 

I am quite aware that Sir William Hamilton averred 
that psychology and metaphysics were '' beyond the aver- 
age comprehension of the College Fellows at Oxford.*' 
That was in 1832. It may be so still. But why should 
that hold true of a land in which education cannot be fast 
anchored as it is there ? Logic, even the Aristotelian, I 
heard them complaining, was not mastered by Oxford 
men, nor its relations to general metaphysics. But these 
things need not be beyond the scope of College graduates 
in the land of Jonathan Edwards. 

I am quite aware of the impulses the course of events 
here gives to life in the concrete and unreflective. His 
tory teaches by synthesis — so far is it from "philosophy 
teaching," according to the current maxim, — and lately 
by the tremendous synthesis of war. But peace, like the 
higher education, tends to inward research, and the dis- 
covery of laws and reasons. Science is more our need in 
war; philosophy returns with peace. Do you ask me 
whether the present Western generation, with both hands 
employed in induction, gathering myriads of new, attract- 
ive, distracting facts, can ever become philosophical? 
Doubt not that it can. Isaac Taylor* declares it to be 
a prominent fault of the day in an unusual degree, "to 
generalize upon an array of facts exceedingly slender." 

* "Ultimate Civilization and Other Essays," 1860. 



44 DISCOURSE. 

Peradventure Providence would here balance the intel- 
lectual world, and duly cure this tendency, — in a whole 
people, — by the enormous and multifarious induction 
g-oing on in these imperial wildernesses, along our Cen- 
tral mountain ranges, and far out to the Western Sea ! 
]^ay, I think it can be easily seen that the most generally 
philosophic era of American history is just about to 
dawn. Abstract and dark as the point may appear, there 
is no other that really burns so, to a keen and steady gaze, 
in the lurid light of events just passing. 

Each of the two types of mind, between which our four 
years' wrestling of giants has been going on, has its phil- 
osophical tendency, but diverse. The speculative think- 
ing of the ISTorth ran chiefly to religion; that of the 
South to polities. Our bloodless revolutions in creeds 
have been in the former; there came first in the latter 
— as it needs must — an attempt at a bloody revolution 
in government. The strongest religious life that ever 
was on this continent, i. e. strongest m proportion to the 
bulk of the body in which it circulated, was in the meta- 
physical era of 'New England theology. "Whole genera- 
tions of scholars in sacred philosophy stand behind the 
simple and apostolical Declaration of Faith made the 
other day on Plymouth Hill and at Boston. On the other 
hand forget not that it was the subtle States Eights' 
theory that once organized a " Confederacy," created 
armies, and planned starvation and assassinations. We 
used to laugh at it, as metaphysics and logic ; we have 
wept for it since when armed to the teeth ! It made the 
long lines of desperate men under the " Stars and Bars " 
formidable, because it was aforetime formidable in the 
brain and on the tongue of John C. Calhoun. The Car- 
olina nuUifier was not surprised out of that theory by the 
peerless daring of Sherman. In the Virginia abstraction- 
ist it has not been annihilated by the gallant dash of Sher- 
idan, or the astute strategy of Grant. It will yet resist 



DISCOUESE. 45 

freedom and loyal reconstruction, l^ortliern doctrines and 
Northern schools. It is yet to be met and conquered by 
the philosopbical jurist and statesman. Tlie fundamental 
question of secession from a government of the people is 
one of theory and reasoning. So are, largely, all the 
coming problems of reconstruction. Even in the I^orth 
we need a deeper and more sufficient philosophy of gov- 
ernment and politics. The time is propitious for its 
growth- Men always think radically, and therefore 
generalize, in revolutionary epochs like this. An 
accomplished 'New England Governor § wrote the other 
day: " We have reached a point when temperate, philo- 
sophical, and statesmanlike treatment of great questions 
has become easy because it is of controlling and absolute 
necessity." But coming men cannot leap into this on 
occasion ; they must be educated up to it. The men of 
the West must be, for the West has now a leading part 
in great questions, and "Western statesmanship is to follow 
up Western soldiership ; and a great many who can 
never be statesmen must also have this temperate and 
philosophical, this educated habit of mind. 

YI. The type of education in our Colleges should also 
be Christian, emphatically this. I do not say now that it 
must be so for the sake of Christianity; but for its own 
sake, and for the sake of Western mind. It will not be 
of a. lower type for being Christian ; but in that it is philo- 
sophically, vitally Christian, only higher. It was Chris- 
tianity that discovered to the modern world that education 
is development and not accretion; for it showed what 
there is in man to be developed, and for what. It has 
begotten that purely intellectual habit of mind which true 
scholarship requires. "All science is conditioned by 
faith, in one form or another." The ultimate ideas on 
w^hich it builds, and to which it constantly recurs, illus- 

2 Governor Andrew, of Mass. 



46 DISCOURSE. 

trate this. On ideas of tMs sort the religion of Christ 
builds also, and accustoms the mind to the highest and 
soberest exercises of faith, and to its proper limitations. 
It supplies noble and compelling motives to the student. 
It interweaves inspiring and precious relations with the 
Divine, like golden threads, through all the silken and 
beautiful fabric of learning. It gives a true intellectual 
proportion ; for if you leave out the uppermost and the 
largest realm of thought, love, action, how can you have 
symmetry ? It suggests an end worthy the ripest and 
richest perfecting of our nature. It lights up the mental 
firmament with glory. 

Both for the individual and for society this Christian 
element in our College culture is essential. 'No young 
mind can unfold into goodness now without it, and to 
impart an un-Christian education is to give that which is 
not good. It contributes not to any one's happiness. It 
is a cruel wrong to the choicest and supremest endow- 
ments. It leaves the human spirit without safeguards. 
Materialism and Idealism long divided the systematic 
thinking of the world between them. Pantheism and 
Secularism are now ravaging civilized lands. There is 
no form that can overtop these giants, no arm that can 
slay them, but that of Christian learning. Kor can any 
man who is of age as an actor in Western thought and 
life believe that the obvious defects and faults of Western 
mind will be cured, or its salient excellencies — its spring- 
ing ardor, its fearless directness, its native insight, its 
utter abhorrence of sham, its movement and po^ver — 
have freest and most salutary play, save as guided by the 
keenest, clearest Christian views, the most assured and 
proportioned Christian principles. Our peculiar materi- 
alistic tendencies can only so be neutralized. The late 
Edward Everett, a scholar of happy sympathies, when 
inaugurated at Harvard, uttered the couviction that our 
age with all its improvements was sinking faster than any 



DISCOURSE. 47 

preceding under the sordid worship of Mammon ; and 
that the corrective, if not found in pubhc calamity and 
the return of "the times that tried men's souls," must be 
in seminaries of liberal education " in a time of prosperity 
and by gentle influences." Our public calamities over- 
past have not corrected it, and now such a time is coming 
to the West, and so must these influences. In new com- 
munities ever impressible to ever renewing temptations 
of present gain and enjoyment, from the advancing reduc- 
tion of luxuriant nature to human use, if a sound train- 
ing of mind and heart and conscience does not keep 
selfishness from the throne what can ? How shall we be 
assured that it shall not handle and sway the potencies of 
our new civilization for all mischief? Society is devel- 
oped purely and beneficently just as individuals are. Its 
tendencies are under the law of the tendencies in individ- 
uals. Therefore education should without fail make 
Christians of our young men and women, and of our 
young Christians make such men and women as society 
shall need in the imminent and magnificent future. 

It is by no means enough, then, that the influence of a 
College should be generally and indefinitely on the Chris- 
tian side, but it should be distinctly such as to give the 
student fall proof of the actual, transforming, spiritual 
power of religion. ]^ot enough that some fine and eleva- 
ted sentiments about the relations of Christianity to the 
best thought and work of the ages should be instilled, — 
thought about it as a thing which he is to go to churches 
and missions and closets of dead saints and scenes of 
reform toil and sufi'ering to find exemplified. It must be 
in the tenor, implications, and connections of the teaching, 
in the personal character of the teachers, in the regime 
and very atmosphere of the institution. It must give the 
better in every youth a vantage over the worse ; give him 
a chance to learn the beauty of Christian experience, and 
quietly, deliberately, genially acquire it, — abetter chance 



48 DISCOURSE. 

than elsewhere. Enough of this influence there must he^ 
fervid, noble, and winning, to prevent the need of calling 
it in ab extra to arrest jejune intellectualism, or warping 
scholarly ambition, or dissolving vice. Enough, withal, 
to overflow upon the adjacent territory of mind, and 
prove that there is an internal fountain of it. "Within the 
circle of still air that encloses the halls of study, in the 
chapel where the student daily meets his fellows and 
instructors, in the plain and humble dormitory where he 
delves and drills, in the class-room associated with his 
endeavors and acquirements as a scholar, the reality and 
vitality of this influence must reside. It should be so in 
order that the College may be alive all over with true 
intellectual and moral life. It should be so that it may 
prove a cherishing mother indeed, who cherishes that 
whicb.most deserves cherishing in her children. After 
all a College should have a heart, and if it be not a Chris- 
tian heart what shall it be ? 

I have sketched now six different characteristics of the 
true type of Western College culture. There is a needs 
be for each one not only for itself, but in order to the 
rest. Unless our education is advanced it will be nothing 
else that I have described. But it must be thorough in 
order to be advanced, and progressive or it will not long 
be advanced or thorough. A stereotyped culture can but 
be of a low type and superficial. But it must be natural 
in order to be progressive, or thorough, or advanced. 
Artificial and disproportioned systems lack vitality and 
cannot grow. And then it must be philosophical to be 
natural and the rest. The true advance is not only in 
tact and skill, but in insight and adaptation. All philo- 
sophical methods are natural, though to teach philosophy 
first were neither natural nor philosophical. Our culture 
must be planted down among the deep and true relations 
of things. Its roots must come out of G-od's thoughts 
which are always infinitely philosophical. And by the 



DISCOURSE. 49 

same token it is under a necessity of being Christian, 
imbued with God's choicest thoughts and best intentions 
toward earthly intelligences, if it is to be philosophical, 
natural, thorough, progressive, or advanced. 

It is with such conceptions of this subject that I assume 
— and have already entered upon — the duties of the 
office in which I am formally recognized to-day. I did 
not seek it. It would have been filled by some other long 
ago, if my persuasion could have prevailed. I never 
anticipated the sorrowful providences which have opened 
my way to it. Surrendering a most happy pastorship, 
and declining other posts of honorable and more gainful 
service, I have heeded this call as the voice of God. I 
realize that this is a Western College, an Iowa College. 
My hope for it of success and usefulness proportionate to 
its possibilities and opportunities rests upon the actuali- 
zation, through the blessing of God, of these conceptions. 
Other things are needful, — ample endowments, that the 
Faculty may not turn from the altar of learning, of which 
they are ministers, to serve tables, — more complete 
apparatus for the illustration of science, — a library more 
deserving of the name, — buildings sufficient for a larger 
and 3^et larger increase of students. These, a discerning 
and prompt policy on the part of the Trustees and a wise 
generosity from the friends of Christian education in the 
State will bring. But all these will not make a real Col- 
lege, such as the State and times require, save as employ- 
ed by a faculty of high ideals, self-sacrificing, zealous for 
the best improvement of others and themselves, and 
moved by Christian fervor to live for a choice and far- 
reaching usefulness, and not for temporal and common 
aims. Such a Faculty is, in the highest sense, the Col- 
lege. It must be composed of men each an adept, an 
enthusiast, in his own specialty, who with small begin- 
nings can do true and thorough work, and who could do 
4 



50 DISCOURSE. 

far better for tliemselves in emolument elsewhere ; they 
will draw in and draw out the best minds of a wide cir- 
cuit as the magnet draws steel ; they will charge with 
aspirations for high and honorable progress every element 
that is not a non-conductor; they will dignify humble 
surroundings ; they will create sympathy with their own 
noble spirit ; they will enrich the piety and elevate the 
rate of intelligence about them. Just here it is my 
happiness to have for this institution solid confidence and 
cheering expectation. The accomplishments, the true 
purpose, the industry, and the unity of my colleagues 
assure me. N"or does the past history of the College 
fail to certify that a good foundation of a worthy future 
is laid. It has shown its vitality and the virtue that is in 
it — as all things earthly must — by outliving other things 
and its own misfortunes. Between 1840 and 1850 ten 
Collegiate institutions were chartered in this State, of 
which this and one other, since re-organized, alone sur- 
vive. This is the oldest College in Iowa under the same 
organization. If in its earlier history it might well have 
taken a legend for its seal, as Dartmouth did before the 
Revolution, from John the Baptist, vox clamantis in deserto, 
it cannot be so in its present condition and in this pros- 
perous era of the State. The full and powerful life of the 
Commonwealth, now proven heroic on so many fields, 
is charged with promise. It will give new impulse pres- 
ently to the higher education. I gather hope too, from 
the story of those who have gone before us in so great 
endeavors as this. When Dr. Wayland went to Brown 
University in 1827 the College property consisted of two 
buildings, used as lecture rooms and dormitories, and 
$34,300 in funds. When Dr. Sturtevant was inaugurated 
at Illinois College in 1845 * it had, in grounds, buildings, 
books and apparatus, some $50,000, and a few lands. 
The resources of this institution have nearly doubled 

* Founded in 1830. 



DISCOURSE. 61 

since those entered it who will graduate this afternoon. 
Eyes beaming with kind and intelligent interest look this 
way. Hearts throbbing with generosity warm towards 
our yet young College. lN"ew gifts are flowing to it. 
Enlarged facilities for an enlarging attendance are on 
foot. It is realizing at last an approximate minimum 
endowment. The benefaction of |10,000 from, a single 
citizen of a distant Eastern State, who has no interest here 
save that of a patriot and a Christian, must ]3rove an 
example to patriotic and Christian men in the State who 
love Iowa and love learning. The State will have a mil- 
lion of souls when it passes its majority not long hence. 
It can certainly house and keep the youth who come to 
be taught and the means of teaching provided for them. 
It will surely see the economy of building up such a Col- 
lege in such a community. We have earnest of it already 
in the foundation laid within a few weeks by a far-seeing 
Iowa statesman. From the planting of this young Puri- 
tan community its warm-hearted and most exemplary 
liberality has given assurance of future fostering care for 
the wants of the College as they shall arise. Part of its 
endowment too is in the self-sacrificing toil of its earlier 
Professors, who shall yet have historic honor, among 
whom special recognition is due to one whose voice you 
heard this morning in the ancient tongue familiar to his 
lips as an instructor, to whom so largely its good name 
is to be ascribed. J^or shall I be restrained from the 
passing mention — for it was God's good providence for 
us as well as for him — of the womanly truth and wisdom, 
the fellow skill, and the unwearying patience that have 
waited and watched and labored in these years by his 
side. But best of all endowments is the blessing' of 
Heaven, never so manifestly bestowed as now. 

I read upon this seal the legend Christo Duce. Men 
dare sometimes to think that under some human leader 
in a great enterprise it is impossible to fail. Under that 



52 DISCOURSE. 

Divine leader — if we abide with him — dare we think of 
failing ? With a hopeful heart for the'weighty cares you 
have laid upon me, Gentlemen of the Trustees, with some 
chastened views of life learned in the severe but gentle 
school of Divinely measured sorrow, with a sincerity of 
love for this commonwealth which lends the College its 
name, no less than that of any other citizen or public ser- 
vant — I dare to say, — with a respect for good learning 
and an ardor in its cause which my Puritan birth and 
training taught me, with a reliance on your discreet and 
unselfish and energetic cooperation I put my shoulders 
beneath this burden and my hand to this work. 



HISTORICAL SKETCH 



BY 



PEESIDEISTT MAGOII]^ 



HISTORICAL SKETCH. 



The first movement for the founding of Iowa College 
was made by " a called meeting of ministers and others," 
held at Denmark, March 12, 1844. It was proposed to 
enter a township of land, and by the sale thereof to set- 
tlers favorable to the enterprise commence an endow- 
ment. A committee of three was chosen to examine the 
location contemplated, who reported favorably to another 
and larger meeting April 16th. "The Iowa College As- 
sociation " was then formed, a board of Trustees agreed 
upon, an Executive Committee appointed, and an agent 
to secure funds for the entry of land employed. The 
agent. Rev. Asa Turner, Jr., went East immediately, 
(April 26,) his expenses being defrayed by the ministers 
composing the Association. He met in Eoston (May 
28-9,) gentlemen who had just organized the "Society 
for the Promotion of Collegiate and Theological Educa- 
tion at the "West" and others, who condemned the plan, 
and advised that a location be first secured and a fund 
commenced from the gifts of the churches, and gave 
assurance that, through the new Society, " aid may be 
obtained when the plan and system of instruction shall 
be so matured that they can secure the confidence of the 
Eastern mind." The agent abandoned the original plan 



5Q HISTORICAL SKETCH. 

and returned without further effort. Had it been carried 
through, in all probability it would have been highly suc- 
cessful, and the College long since had a large endow- 
ment, — the site proposed, which had been secured by a 
friend of the College, embracing a superior water power 
"in a section of countrj^ mostly subject to entry," and 
being now occupied by one of our largest and most pros- 
perous interior towns. The sympathies also of its friends 
in the State would have been enlisted and fostered as they 
could not be by years of weakness, suspense, and dis- 
heartenment. In June 1846 it was decided to locate at 
Davenport, ''provided the citizens would raise $1,500 for 
buildings, aud furnish certain specified grounds for a 
site," and the members of the Association pledged them- 
selves to raise $100 each. Twelve Trustees were elected 
to secure a College charter, who incorporated themselves 
— with others — under the general incorporation law^ of 
the Territory, Burlington, June 4, 1847, at the last meet- 
ing of the Association. Although the amount named had 
not been yet subscribed ( $1,362 and thirteen lots secured ) 
the College was located at Davenport, and a building 
resolved upon — "not to exceed in cost $2,000." The 
members pledged themselves to meet w^ithin one year 
any deficiency in the necessary funds up to the amount of 
$600. In 1848 a Professor of Languages was secured 
(wdio w^as also Principal of the Preparatory Department) 
on a salarj^ of $500 per annum, and the Preparatory De- 
partment opened I!n"ov. 1, 1848. In 1850 there were 26 stu- 
dents in Latin and 8 in Greek. The first Freshman Class 
of 6 was admitted to tlie College Department that fall. In 
1854 the first Senior Class of 2 was graduated, and there 
were 109 names on the Catalogue. In 1856 there were 
139. The Professorship of Mathematics was filled in 
1851, that of I^atural Science in 1853, and that of Mental 
and Moral Science in 1855. (See General Catalogue 
published this year. ) Since the College was opened in 



HISTORICAL SKETCH. 57 

1848 there have been in all,notwithstandiDg its interrupted 
sessions and crippled condition, more than a thousand 
young persons under instruction. 

But the work of raising funds was found, on the 
plan substituted for the original one, almost impossible 
to carry forward, though temporary agents were often 
appointed, sometimes a number of them, for the State 
a,nd for the East.- In 1849 at the meeting of the Congre- 
gational Association in Davenport, there was subscribed 
^442,65, — all but four of the subscribers being ministers. 
At the meeting at Dubuque in 1850 the sum of $450 was 
raised. "The wives also of the ministers, anxious to 
share in the enterprise of founding this College, resolved 
to raise $100 out of their own resources, and $70 was sub- 
scribed by fourteen persons who were present." At the 
meeting in Muscatine in 1852 the ministers again sub- 
scribed $153, and at the meeting in Mt. Pleasant in 1853, 
a subscription was made of $711. Dea. P. W. Carter, of 
Waterbury, Conn., gave that year $5,080 to endow the 
Professorship of Languages. In 1856 Eev. E. Adams, 
Agent, secured about $11,000 on subscription, a large 
part of which was realized. The Society for Western 
Colleges made appropriations from time to time to the 
amount of about $6,000, for current expenses. 

The College has never been attached to any ecclesias- 
tical body. Like the New England Colleges, founded by 
the fathers, its Charter requires neither Trustees nor In- 
structors to be connected with any particular denomina- 
tion. Although nearly all its support has come from 
Congregationalists, in Iowa and at the East, it has had 
both Trustees and instructors of other denominations. 
Presbyterians {1^. S.) were in the first Board and the 
original "Iowa College Association," and took part in 
the proceedings down to 1852, when the Des Moines 
Presbytery proposed to undeHake the founding of a Pro- 
fessorship, on condition that it should be "always subject 



58 niSTORICAL SKETCH. 

to the control of the Presbytery." The Trustees respond- 
ed that they wonld be happy to have the Professorship 
endowed on the principles "upon which the members of 
Des Moines Presbytery and the Congregational Associa- 
tion of Iowa united in founding the College, and the 
rules and regulations that are usually adopted in the 
endowment of Professorships in Literary Institutions." 
Nothing more was done by the Presbyterians, and they 
gradually ceased to be members of the Board of Trustees. 

The original site of the College was on the bluff in 
Davenport overlooking the river. The first building is 
now the residence of S. S. Gillett, Esq. In 1854 the city 
having laid out a street thi^ough the grounds, destroying 
their use for College purposes, and declining to vacate it 
on request of the Trustees, they were obliged to remove 
to a new location farther back. A fine stone building 
was there erected, and a boarding house of wood. The 
new grounds were of great beauty, containing nearly ten 
acres, part of which however was granted to the public 
for adjacent streets. In 1857 the city took steps to extend 
a street through these grounds, and in 1858 it was decided 
to dispose of them and again remove. The funds of the 
College were insufficient to make needed improvements, 
or sustain the Faculty, — now consisting of four profess- 
ors, — the unsettled condition of things prevented pro- 
gress, — through misrepresentation and breach of trust by 
the financial officer the treasury had become helplessly 
embarrassed, and in 1859 the property was sold to Bish- 
op H. W. Lee and others for an Episcopal College, the 
first of the proceeds being devoted to liquidating the 
debts. Proposals were invited for a new site. 

Meantime, another institution had been founded at 
Grinnell, Poweshiek Co., by a colony fromJ^ew England. 
The town was laid out in May 1854, a building for wor- 
ship and school purposes being immediately erected, and 
a church organized in May 1855. "All funds arising 



HISTORICAL SKETCH. 59 

from the sale of town lots over and above the original 
■cost" were devoted to education, and in December 1855 
the " Grinnell University " was fomided. " The Univer- 
sity was the soul, the animating spirit of the colony." 
A "Literary Fund" was commenced, by the payment of 
•$20,00 to which any male citizen became an "Elector.," 
with power to vote in the election of half the Trustees 
■and the President. A school had been commenced in 
1856 by the present Carter Prof, of Languages, which was 
now opened to students in the higher branches, of whom 
there were in 1859 more than thirty. The Trustees of the 
"University" offered the College the property of the 
institution, including site of twenty acres and the " Sem- 
inary" partly finished, together with an additional 
citizens' subscription, — which was accepted, Sept. 1858, 
and the College exercises at Davenport suspended in 
December. The College professors resigned, and in Sept. 
1859, preparatory classes were organized in the College 
building at Grinnell. The first Freshman class entered 
Sept. 1861. The present Prof of Languages was elected 
in 1861, the President in 1862, the Prof of Mathematics 
in 1863, the Professors of Natural Science -and Rhetoric, 
and the Principals of the Preparatory and Ladies' Depart- 
ments in 1864. Most of the instructors entered at once 
upon their duties. 

In 1861, the Congregational churches raised, for cur- 
rent expenses of the College $285,97, in 1862, $367,34, 
and in 1863, $ . In the Spring of that year Rev. J. 

C. Holbrook, of Dubuque, went East by arrangement 
with the Society for Western Colleges to obtain $2,000 
pledged by the Society to the current expenses of the 
College. It was agreed, upon earnest representation, 
that if he could secure pledges also for future endowment 
funds he should do so. The prospects of the government 
and the country were not bright ; benevolent contribu- 
tions had been diminished by the war ; and the resources 



60 HISTORIOAL SKETCH. 

of the College Society so largely cut off that a tract was 
issued by the Secretary to show that its mission was not 
yet ended, or disbanding a necessity. The success of the 
agency was unexpectedly so great in a short time as to 
induce the Society to consent to his raising $20,000 for 
endowment, and at length $50,000, of which about 
$40,000 has been secured — in funds and property — 
including a pledge of $10,000 from Hon. Samuel Willis- 
ton of East Hampton, Mass., conditioned upon the whole 
amount being obtained. This is the first general effort for 
an endowment, and is still going forward. Hon. James 
W. G-rimes, U. S. Senator from Iowa, has recently given 
a section of land to found Scholarships, and other benefac- 
tors are remembering the College with similar gifts. The 
Institution has now about $100,000 of property of which 
half is productive. It has seven instructors, including 
President, four Professors, and Principals of the Prepara- 
tory and Ladies' Departments. It has twenty-four grad- 
uates, — ten from the Ladies' Department, — and two 
hundred and eight undergraduates in the four depart- 
ments. The attendance during the last year has in- 
creased beyond'all its accommodations, and Boarding and 
Lodging Houses have been provided which will accom- 
modate about seventy additional students. More recita- 
tion rooms, with larger library and cabinet rooms, and 
a chapel of twice the capacity of the present one, are 
imperatively needed, as well as the endowments. The in- 
crease of students is such that more lodsrinc^ rooms will 
be required as soon as they can be prepared, and rooms 
for a Formal Department or Training School for Teach- 
ers. A nobler or more promising opportunity for far-see- 
ing benevolence could hardly be opened, and donations 
for these objects are urgently requested from the friends 
of Christian Education in this and other States. 






ERRATA. 



26th page, seventh line — For '' beneficient " read 
"beneficent." 

28th page, fifteenth line — For "just where," read 
** just when." Twenty-third line — For " triumph new," 
read " triumph now." 



LIBRARY OF CONGRESS 



029 927 010 5 ^ 



